Educational expansion and its consequences for vertical and horizontal inequalities in access to higher education in West Germany

European Sociological Review

Volumn 26, Issue 4, 2010, Pages 415-430

  Reimer, David ^a   Pollak, Reinhard ^b  

^a AARHUS UNIVERSITY   (Denmark)

^b WZB BERLIN SOCIAL SCIENCE CENTER   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77955131992     PISSN: 02667215     EISSN: 14682672     Source Type: Journal    
DOI: 10.1093/esr/jcp029     Document Type: Review

References (38)

1. Allison, P. D. (1999). Comparing logit and probit coefficients across groups. Sociological Methods & Research, 28, 186-208.
2. Alon, S. and Tienda, M. (2007). Diversity, opportunity, and the shifting meritocracy in higher education. American Sociological Review, 72, 487-511.
3. Ammermuller, A. and Weber, A. M. (2005). Educational attainment and returns to education in Germany - an analysis by subject of degree, gender and region, ZEW Working Paper No.05-17.
4. Apel, H. (1993). Bildungshandeln im soziokulturellen Kontext. Wiesbaden: Deutscher Universitats-Verlag.
5. Arum, R., Shavit, Y. and Gamoran, A. (2007). More inclusion than diversion. Expansion, differentiation, and market structure in higher education. In Shavit, Y., Arum, R. and Gamoran, A. (Eds.), Stratification in Higher Education. A Comparative Study. Stanford: Stanford University Press, pp. 1-35.
6. Ayalon, H. and Yogev, A. (2005). Field of study and students' stratification in an expanded system of higher education: The case of Israel. European Sociological Review, 21, 227-241.
7. Bathke, G.-W., Schreiber, J. and Sommer, D. (2000). Soziale Herkunft deutscher Studienanfanger - Entwicklungstrends der 90er Jahre. HIS Kurzinformation, A9/2000.
8. Baumgartner, H. J. and Steiner, V. (2005). Student aid, repayment obligations and enrolment in higher education in Germany: evidence from a natural experiment. Schmollers Jahrbuch, 125, 29-38.
9. Becker, R. and Hecken, A. E. (2009). Why are working-class children diverted from universities? An empirical assessment of the diversion thesis. European Sociological Review, 25, 233-250.
10. Breen, R. and Goldthorpe, J. H. (1997). Explaining educational differentials - towards a formal rational action theory. Rationality and Society, 9, 275-305. (Pubitemid 127713418)
11. Breen, R., Luijkx, R., Muller, W. and Pollak, R. (2009). Non-persistent inequality in educational attainment: evidence from eight European countries. American Journal of Sociology, 114, 1475-1521.
12. Charles, M. and Bradley, K. (2002). Equal but separate? A cross-national study of sex segregation in higher education. American Sociological Review, 67, 573-599.
13. Davies, S. and Guppy, N. (1997). Fields of study, college selectivity and student inequalities in higher education. Social Forces, 75, 1417-1438.
14. Erikson, R. and Goldthorpe, J. H. (1992). The Constant Flux: A Study of Class Mobility in Industrial Societies. Oxford: Clarendon Press.
15. Goldthorpe, J. H. (2007). On Sociology. Stanford, CA: Stanford University Press.
16. Hansen, M. N. (1997). Social and economic inequality in the educational career: do the effects of social background characteristics decline? European Sociological Review, 13, 305-321.
17. Hole, A. R. (2006). Small-sample properties of tests for heteroscedasticity in the conditional logit model. Economics Bulletin, 3, 1-14.
18. Jackson, M., Luijkx, R., Pollak, R., Vallet, L.-A. and van de Werfhorst, H. G. (2008). Educational fields of study and the intergenerational mobility process in comparative perspective. International Journal of Comparative Sociology, 49, 369-388.
19. Jacob, M. (2004). Mehrfachausbildungen in Deutsch- land: Karriere, Collage, Kompensation? Wiesbaden: VS Verlag fur Sozialwissenschaften.
20. Kim, A. and Kim, K.-W. (2003). Returns to tertiary education in Germany and the UK: effects of fields of study and gender. Mannheimer Zentrum fur Europaische Sozialforschung Working Paper No.62.
21. Lauer, C. and Steiner, V. (2001). Chapter 6: Germany. In Harmon, C., Walker, I. and Westergaard- Nielsen, N. (Eds.), Education and Earnings in Europe. Cheltenham, UK: Edward Elgar, pp. 102-128.
22. Lucas, S. R. (2001). Effectively maintained inequality: education transitions, track mobility, and social background effects. American Journal of Sociology, 106, 1642-1690.
23. Maaz, K. (2006). Soziale Herkunft und Hochschulzugang. Wiesbaden: VS Verlag fur Sozialwissenschaften.
24. Mayer, K. U. (2003). Kapitel 13: Das Hochschulwesen. In Cortina, K. S., Baumert, J., Leschinsky, A., Mayer, K. U. and Trommer, L. (Eds.), Das Bildungswesen in der Bundesrepublik Deutschland. Rowohlt: Strukturen und Entwicklungen im Uberblick Reinbek bei Hamburg, pp. 581-624.
25. Mayer, K. U., Muller, W. and Pollak, R. (2007). Germany: institutional change and inequalities of access in higher education. In Shavit, Y., Arum, R. and Gamoran, A. (Eds.), Stratification in Higher Education. A Comparative Study. Stanford: Stanford University Press, pp. 240-265.
26. Muller, W. (2000). CASMIN educational classification [Web page]
27. Muller, W., Brauns, H. and Steinmann, S. (2002). Expansion und Ertrage tertiarer Bildung in Deutschland, Frankreich und im Vereinigten Konigreich. Berliner Journal fur Soziologie, 12, 37-62.
28. Muller, W. and Gangl, M. (Eds.) (2003). Transitions from Education to Work in Europe: The Integration of Youth into EU Labour Markets. Oxford: Oxford University Press.
29. Paterson, L. and Iannelli, C. (2007). Social class and educational attainment: a comparative study of England, Wales, and Scotland. Sociology of Education, 80, 330-358.
30. Preifier, R. (2003). Zur Reproduktion sozialer Ungleichheit durch Bildungsentscheidungen. Ein Beitrag zum Verhaltnis von Sozialstruktur und individuellem Handeln. Bonn: Deutsches Institut fur Erwachsenenbildung.
31. Raftery, A. E. and Hout, M. (1993). Maximally maintained inequality: expansion, reform, and opportunity in Irish education. Sociology of Education, 66, 41-62.
32. Reimer, D. and Steinmetz, S. (2009). Highly educated but in the wrong field? Educational specialisation and labour market risks of men and women in Spain and Germany in higher education. European Societies, epub ahead of print, doi:10.1080/ 14616690802326400.
33. Schauenberg, M. (2007). Ubertrittsentscheidungen nach der Grundschule: empirische Analysen zu familialen Lebensbedingungen und Rational-Choice. Munchen: Utz.
34. Scholling, M. (2005). Soziale Herkunft, Lebensstil und Studienfachwahl. Frankfurt, Main: Lang.
35. Selz, M. and Vallet, L.-A. (2006). La democratisation de l'enseignement et son paradoxe apparent. Donnees sociales - La societe frangaise (Edition 2006), Paris: INSEE, pp. 101-107.
36. Statistisches Bundesamt (2002). Bildung und Kultur: Nichtmonetare hochschulstatistische Kennzahlen 1980-2000. Wiesbaden: Metzler-Poeschel.
37. Stocke, V. (2007). Explaining educational decision and effects of families' social class position: an empirical test of the Breen-Goldthorpe model of educational attainment. European Sociological Review, 23, 505-519.
38. van de Werfhorst, H. G., Sullivan, A. and Cheung, S. Y. (2003). Social class, ability and choice of subject in secondary and tertiary education in Britain. British Educational Research Journal, 29, 41-62.